Neuropsychological, Learning and Developmental Characteristics of the Low Vision Child

Abstract

This study was conducted to provide a comprehensive profile of the low vision child in the areas of cognitive, psychomotor, academic and neuropsychological development. The case-study method was employed to study 50 children on 143 variables using the Halstead-Reitan Neuropsychological Battery, the Stephens Piagetian Battery of Reasoning Assessments and standardized achievement tests. Results of the study indicated that the sample of low-vision children was characterized by significant delays in cognitive and psychomotor development and academic achievement. Thirty-two subjects or 65 percent of the total sample were classifiable as either brain-damaged or learning disabled by the application of the Selz and Reitan Rules Analysis (1980) and the Halstead Impairment Index to the neuropsychological data.